The Impact of Student Achievement Based upon the Differences between Teacher Perception of Blended Learning and Their Technological Pedagogical Content Knowledge
School of Education
Doctor of Education in Curriculum & Instruction (EdD)
blended learning, benchmark, TPACK, pandemic, hybrid learning
Education | Online and Distance Education
Pizzino, Jason DeWayne, "The Impact of Student Achievement Based upon the Differences between Teacher Perception of Blended Learning and Their Technological Pedagogical Content Knowledge" (2023). Doctoral Dissertations and Projects. 4155.
The purpose of this quantitative, correlational research study was to understand if student benchmark scores in a blended learning environment were predicted by teachers’ Technological Pedagogical Content Knowledge (TPACK). This study used a correlational methodology to examine if in a blended learning environment, teachers’ perceptions of the TPACK score predict their students’ scores on the second nine-weeks benchmark test in a middle school mathematics. Bivariate linear regression was used for data analysis to determine the predictive relationship between teachers' TPACK-21CL survey score and their students' second nine weeks benchmark score using the latest SPSS software. The data was collected from a Virginia middle school in one southwestern district using their benchmark test and the TPACK survey to determine if a teachers’ perception could impact students’ achievement. The teachers (n = 5) participating in this study completed a survey the TPACK survey on SurveyMonkey. The sample included 316 students. The results indicated that there was statistically predictive relationship between teachers’ TPACK-21CL survey and students’ second nine weeks benchmark scores. Furthermore, this study was conducted during the pandemic and should be repeated again using other subjects. This study had a limited amount of participants and future studies should be repeated including other subjects and both students and teachers would be familiar with Chromebooks.